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‘What do you need?’ An observational, cross-sectional study of the holistic healthcare needs of culturally and linguistically diverse Australian women with Gestational Diabetes Mellitus
No full textBackground Gestational Diabetes Mellitus (GDM) is the most rapidly rising type of diabetes in Australia. Women of certain ethnic backgrounds are disproportionately affected, experiencing poorer health outcomes. The holistic healthcare needs of these women are not well understood Aim To compare the GDM Holistic Healthcare Needs Scale results between women who primarily speak English and those speaking another language at home. Methods All pregnant women with GDM, residing in Australia and registered with the National Diabetes Services Scheme were invited to participate in this observational, cross-sectional study. Participation involved completing the web-based GDM Holistic Healthcare Needs Scale, from 4 May 2023. Results are presented as simple proportions, with the Chi-square test for independence comparing needs between the two groups. Findings Of the 342 participants, 282 (82.5 %) primarily spoke English and 60 (17.5 %) spoke mainly another language at home. Women speaking other languages had a significantly higher need for ‘information about managing GDM that takes account of your culture’ (P < 0.001) and ‘information provided in a language or words that you can understand’ (P = 0.03). Conversely, primarily English-speaking women reported a significantly higher need for ‘consistent information and advice from different healthcare providers’ (P = 0.04), and ‘not always feeling ‘high risk’’ (P = 0.05). Discussion Resources for women with GDM should be comprehensive and culturally appropriate, using words and language that can be easily understood. The GDM Holistic Healthcare Needs Scale is a useful instrument for measuring holistic healthcare needs of women from diverse backgrounds. Conclusion The holistic healthcare needs of women with GDM should be considered throughout service and care planning to promote optimal outcomes for women and babies.</p
Evaluation of a residential group therapy program for Canadian first responders
No full textObjectives: To assess the effects of a four-day, group-based residential treatment program focused on enhancing psychological health and social functioning of firefighter and police first responders in British Columbia, Canada. Methods: Using a repeated-measures design, participants completed seven validated self-report questionnaires at baseline (pre-test T0), two weeks after the session (post-test T1), and six months follow-up (T2). A multilevel approach to the analysis of repeated measures examined the effects of the program on several indicators. These included symptoms of major depressive disorder, symptoms of generalized anxiety, symptoms of post-traumatic stress disorder, social role functioning, social support (giving and receiving), quality of life, and health related impairments. Results: A total of 106 police and 114 firefighters undertook the program. The baseline measures were completed by 207 (94 %) participants and 175 (80 %) completed at least one questionnaire at the longest follow-up. All outcomes measured improved from baseline to two-weeks post intervention (T0 to T1, p < 0.001), and sustained reductions at six months follow-up (T0 to T2, p < 0.001), except for giving social support. The highest standardized effect size (Cohen's d) observed at six months (T2) was for symptoms of major depressive disorder (d = −0.90), followed by symptoms of generalized anxiety disorder (d = −0.75), symptoms of post-traumatic stress disorder (d = −0.69), symptom distress (d = −0.62), social role challenges (d = −0.58), quality of life (d = 0.44), interpersonal relations (d = −0.40), and receiving emotional support (d = 0.23). Conclusion: Participation in this program appeared to improve subjective ratings of Canadian firefighter and police psychological health and social functioning. The results are promising and require further exploration with a randomized trial and longer-term follow-up.</p
Teachers’ perspectives on principal support for addressing homophobic, biphobic, and transphobic bullying in Australian high schools
No full textResearch has suggested that the attitudes and priorities of school principals may influence how teachers and other staff support gender and sexuality diverse students, and handle bullying where it arises. The present study presents qualitative data from an online survey disseminated to staff working in Australian high schools (N = 62). The aim was to understand how participants regard the leadership of their principal team (including deputy/vice and assistant principals) in this space, and what additional support leadership could offer to assist staff in effectively addressing homophobic, biphobic, and transphobic bullying. Using reflexive thematic analysis, five themes were developed. Results suggest that there is a strong desire for explicit communication from leadership about expectations for dealing with prejudiced bullying. While wellbeing staff and classroom teachers may have the most day-to-day involvement with bullying intervention, participants indicated that principal involvement in creating a safe climate for gender and sexuality diverse members of the school community, and intervening in bullying where necessary, can fortify the efforts of other staff. Principal support may be particularly crucial in when considering religious and cultural sensitivities.</p
Reconceptualising equity in legal education: An exploration of structural and epistemic factors endangering capability
No full textProfiles of fraction knowledge in first grade and their relation to cognitive and mathematical skills
No full textLatent profile analysis was used to examine variation in early fraction knowledge among first graders (N = 204; Mage = 6.68 years) across nonsymbolic and symbolic representations. Three distinct profiles of fraction understanding emerged. Profile 1 exhibited strong nonsymbolic knowledge, Profile 2 demonstrated similarly strong knowledge, except for weaker performance in nonsymbolic equivalence, and Profile 3 showed generally limited understanding across most areas. However, by the end of first grade, children initially identified as Profile 2 performed comparably to those in Profile 1 on measures of equivalence. Additionally, children in both Profiles 1 and 2 showed stronger cognitive skills and higher year-end mathematics achievement than those in Profile 3. These findings suggest that understanding of nonsymbolic equivalence may develop over the course of first grade in children who otherwise demonstrate strong foundational fraction knowledge, so that an initial relative weakness in that area is not concerning
